Departmental Curriculum Planning

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1 Departmental Curriculum Planning Department: PE Subject: BTEC Sport Unit 1 Fitness for Sport and Exercise Key Stage: 4 Year Group: 10 Module 1 Module 2 Module 3 Learning aim B: Explore different fitness training methods Learning aim A: Know about the components of fitness and the principles of training Learning Aim C: Investigate fitness testing to determine fitness levels Programme of Study Topic (s) studies Key skills taught / developed / assessed Components of physical fitness: aerobic endurance: Muscular endurance Flexibility Speed Muscular strength Body composition Components of skill-related fitness: Agility Balance Coordination Power Reaction time Why fitness components are important for successful participation in given sports in terms of: Being able to successfully meet the physical demands of the sport in order to reach optimal performance Being able to successfully meet the skillrelated demands of the sport in order to reach optimal performance Being able to perform efficiently Giving due consideration to the type of event/position played. Requirements for each of the following fitness training methods: safe, correct use of equipment safe, correct use of training technique requirements for undertaking the fitness training method, including warm-up and cool down application of the basic principles of training (FITT) for each fitness training method linking each fitness training method to the associated health-related/ Additional requirements for each of the fitness training methods: advantages/disadvantages application of exercise intensity to fitness training methods application of principles of training to fitness training methods appropriate application of fitness training method(s) for given situation(s) appropriate application of fitness training method(s) to given client needs/goals/aims/objectives. Fitness training methods for: flexibility training: Static: Requirements for administration of each fitness test: pre-test procedures (informed consent, calibration of equipment) knowledge of published standard test methods and equipment/ resources required purpose of each fitness test accurate measurement and recording of test results basic processing of test results for interpretation (using published data tables and appropriate units for comparison purposes) ability to safely select appropriate test(s) for given purposes, situations and/or participants the terms reliability, validity and practicality related to each fitness test method advantages and disadvantages of fitness test methods. Fitness test methods for components of fitness: Flexibility Strength Aerobic Endurance: Speed:) Speed and agility Anaerobic power Muscular endurance

2 Exercise intensity and how it can be determined: intensity: be able to measure heart rate (HR) and apply HR intensity to fitness training methods know about target zones and training thresholds; be able to calculate training zones and apply HR max to training: HR max = 220 age (years) be able to calculate 60 85% HR max and know that this is the recommended training zone for cardiovascular health and fitness know that the Borg (1970) (6 20) Rating of Perceived Exertion (RPE) Scale can be used as a measure of exercise intensity know about the relationship between RPE and heart rate where: RPE x 10 = HR (bpm) application of the FITT principles to training methods, regimes and given exercise situations. Requirements for each of the following fitness training methods: safe, correct use of equipment safe, correct use of training technique requirements for undertaking the fitness training method, including warm-up and cool down application of the basic principles of training (FITT) for each fitness training method linking each fitness training method to the associated health-related/ Additional requirements for each of the fitness training methods: advantages/disadvantages application of exercise intensity to fitness training methods Ballistic: Proprioceptive Neuromuscular Facilitation (PNF) technique: strength, muscular endurance and power training: Circuit training: Free weights: Plyometrics: aerobic endurance training: Continuous training: Fartlek training: Interval training: Circuit training: speed training: Hollow sprints: Acceleration sprints. Interval training: Body composition: Importance of fitness testing to sports performers and coaches: gives baseline data for monitoring/improving performance can design training programmes based on test results and determine if training programmes are working results can give a performer something to aim for/goal setting. Interpretation of fitness test results: compare fitness test results to normative published data compare fitness test results to those of peers be able to draw conclusions from data results be able to analyse and evaluate test results be able to suggest and justify appropriate recommendations for improvements to fitness for a given purpose/situation/participant be able to suggest and justify appropriate fitness training methods that could be used for a given purpose/situation/participant. The basic principles of training (FITT): Frequency Intensity Time Type.Additional principles of training: Progressive overload Specificity Individual differences/needs Adaptation Reversibility Variation Rest and Recovery

3 application of principles of training to fitness training methods appropriate application of fitness training method(s) for given situation(s) appropriate application of fitness training method(s) to given client needs/goals/aims/objectives. application of the principles of training to training methods, regimes and given Assessment Opportunities Minimum of 2 assessment tasks per 10 week module End of Topic Tests 10 week module test End of Topic Tests 10 week module test End of Topic Tests 10 week module test Extended answer exam questions Extended answer exam questions Extended answer exam questions Practice on-screen exam On-screen exam

4 Departmental Curriculum Planning Department: PE Subject: BTEC SPORT UNIT 2 Key Stage: 4 Year Group: 10/11 Programme of Study Topic (s) studies Key skills taught / developed / assessed Module 1 Module 2 Module 3 Learning aim A: Understand the rules, regulations and scoring systems for selected sports Topic A.5 Sports: For example, cricket, hockey, netball, rounders, volleyball, wheelchair basketball, golf, trampolining, table tennis, archery, judo, cross-country running, boccia, fencing, orienteering, skiing, canoeing, sailing, mountain biking. Topic A.1 Rules (or laws): Rules (or laws) as regulated by the national or international governing body for the sport. Topic A.2 Regulations: For example, relating to players and participants, equipment, playing surface, facilities, health and safety, time, officials (referee, umpire, judge, starter, timekeeper). Topic A.3 Scoring systems: For example, the method of scoring Learning aim B: practically demonstrate skills, techniques and tactics in selected sports Topic B.1 Technical demands: These are the skills and techniques required. For example, continuous skills (such as running), serial skills (such as high jump), discrete skills (such as a golf swing), movement, use of equipment, communication, interaction, other demands specific to sport. Topic B.2 Tactical demands: For example, decision making, defending and attacking, choice and use of shots or strokes, variation, conditions, use of space. Topic B.3 Safe and appropriate participation: For example, demonstration of skills, techniques and tactics within a controlled environment, no competition, drills, set plays. Topic B.4 Relevant skills and Learning aim C: Be able to review sports performance Topic C.1 Observation checklist: For example, to review performance in selected sports using video analysis: technical demands of sport (skills and techniques) production of a checklist suitable for self-analysis of performance in selected sports tactical demands of sport. Topic C.2 Review performance: Strengths and areas for improvement: skills and techniques, specific to the sport and non-specific, e.g. fitness. Self-analysis: completion of observation checklist, e.g. use of video. Strengths and areas for improvement: tactics, the effectiveness of decision making. Activities to improve performance: (short-term and long-term goals), e.g.

5 goals or points, method and/or requirements of victory. Topic A.4 Application of the rules/laws of sports in different situations: For example, when a goal is scored when a player is in an offside position in football, lbw in cricket, charging in leadup to scoring in basketball, forward pass resulting in a try in rugby. Topic A.6 Roles of officials: For example, the roles of umpires, referees, referees assistants, judges, timekeeper, starters, table officials, third umpire, fourth official. Topic A.7 Responsibilities of officials: For example, appearance, equipment, fitness, qualifications, interpretation and application of rules, control of players, accountability to spectators, health and safety (equipment, facilities, players), fair play, use of technology, effective communication (voice, whistle, signals). techniques: The skills and techniques relevant to the selected sport and practice. Topic B.5 Effective use of skills and techniques, and the correct application of each component: For example, rugby conversion, including head position, body position, placement of non-kicking foot, placement of kicking foot, connection with the ball. Topic B.6 Effective use of skills, techniques and tactics: The use of skills and techniques within conditioned and competitive situations, and effective decision making and selection of skills, techniques and tactics when under pressure from opponents. Topic B.7 Isolated practices: For example, skills and techniques demonstrated independently without any pressure or external forces, completed successfully and without fault. training programmes, use of technology, attending courses, where to seek help and advice. Topic B.8 Conditioned practices: For example, small-sided games, a

6 limited number of touches, a set numbers of defenders or attackers. Topic B.9 Competitive situations: For example, full-sided games, with appropriate opposition, with match officials. Assessment Opportunities Minimum of 2 assessment tasks per 10 week module End of topic testing Fortnightly homework hand in. End of topic testing Fortnightly homework hand in. End of topic testing Fortnightly homework hand in. Coursework Task 1 Understand the rules, regulations and scoring systems for selected sports Coursework Task 2 Practically demonstrate skills, techniques and tactics in selected sports Coursework Task 3 Be able to review sports performance

7 Departmental Curriculum Planning Department: PE Subject: BTEC Sport Unit 3 The Mind and sports performance Key Stage: 4 Year Group: 10 Programme of Study Topic (s) studies Key skills taught / developed / assessed Module 1 Module 2 Module 3 Learning aim B: Explore the influence that motivation and self-confidence have on sports performance Learning aim A: Investigate personality and its effect on sports performance Definition of personality. Structure of personality: role-related behaviours, typical responses, psychological core. Personality Type: Introverts, extroverts, type A, type B Effects of personality on sports performance. Methods of measuring personality: EPI, POMS, Observations. Views of personality: trait, situational, interactional. Learning aim B: Explore the influence that motivation and self-confidence have on sports performance Definition of motivation: Types of motivation: Intrinsic, extrinsic. Definition of achievement motivation: Views of motivation: trait centred, situation centred, interactional. Benefits of motivation on sports performance: choice of activity, effort to pursue goals, intensity of effort persistence in adversity. Principles of setting goals to increase and direct motivation: SMARTER specific, measurable, achievable, realistic, timerelated, exciting, recorded. Influence of goal setting on sports performance: directing attention to certain aspects of performance, mobilising effort, prolonging persistence, developing new strategies. Influence of goal setting on motivation: provide direction for behaviour, maintain focus on the task in hand, improvement of performance. Definition of self-confidence: the belief that a desired behaviour can be performed. Benefits of self-confidence: producing positive emotions, improving performance improving concentration and effort development of positive game plans. Methods to increase self-confidence: imagery, self-talk. Definition of self-efficacy: self-confidence in a specific situation. Factors affecting self-efficacy: performance accomplishments, vicarious experiences, verbal persuasion, imaginal experiences. Learning Aim C: Know about arousal and anxiety, and the effects they have on sports performance Definition of anxiety: the level of worry or nervousness an individual experiences. Types of anxiety: state, trait, somatic, cognitive. How arousal and anxiety affect sports performance: drive theory, inverted U hypothesis, catastrophe theory, reversal theory. How anxiety and arousal can be controlled: Imagery, progressive Muscular Relaxation. breathing exercises.

8 Assessment Opportunities Minimum of 2 assessment tasks per 10 week module Personality questionnaires self-analysis Assignment 1: Draft 1 and Final draft Personal SMART targts and analysis Assignment 2: Draft 1 and Final draft Explanation of theories including diagrams and explanation related to sport. Assignment 3: Draft 1 and Final draft

9 Departmental Curriculum Planning Department: PE Subject: BTEC SPORT UNIT 4 Key Stage: 4 Year Group: 10/11 Programme of Study Topic (s) studies Key skills taught / developed / assessed Learning aim A: Module 1 Module 2 Module 3 Know about the short-term responses and long-term adaptations of the body systems to exercise Learning aim A: Know about the short-term responses and long-term adaptations of the body systems to exercise Learning aim B: Know about the different energy systems used during sports performance Topic A.1 Short-term effects of exercise on the musculoskeletal system: increased production of synovial fluid increased joint range of movement new bone formation micro tears in muscle fibres increased metabolic activity Topic A.2 Short-term effects of exercise on the cardiorespiratory system: increased heart rate increased breathing rate increased blood flow sweat production and skin reddening redistribution of blood flow increased cardiac output increased blood pressure increased build-up of lactic acid increase in tidal volume (TV) Topic A.3 Long-term adaptations of the musculoskeletal system: hypertrophy (increased muscle size) increased number of mitochondria increase in bone density/ decreased risk of osteoporosis increased stability of joints stronger connective tissues (ligaments and tendons), so more resistant to injury increased thickness of hyaline cartilage improved posture Topic A.4 Long-term adaptations of the cardiorespiratory system: decrease in resting heart rate increase in heart size and strength increase in stroke volume decreased risk of hypertension (high blood pressure increased Vital Capacity (VC) increased efficiency to deliver oxygen and remove waste products increased lung efficiency and gaseous exchange Topic B.1 The anaerobic energy system: Sports that use this system Topic B.2 ATP-CP/alactic acid anaerobic system: reliance on stored adenosine triphosphate (ATP) another stored molecule, creatine phosphate (CP) helps restore ATP CP is restored aerobically (with oxygen energy is supplied by ATP and CP (four to 20 seconds) when this system runs out of ATP-PC stores, glycolysis takes place Topic B.3 Glycolysis/lactic acid anaerobic system: ATP is made from glucose stored in the liver and muscles energy is supplied by ATP, CP and muscle glycogen (20 to 45 seconds) energy is supplied by muscle glycogen (45 to 240 seconds) waste product is lactic acid when this system is unable to maintain

10 increased maximum oxygen uptake (VO 2 max). energy requirements, the aerobic system starts to produce energy sports that use this system Topic B.4 The aerobic energy system - using oxygen: energy supplied by muscle glycogen and fatty acids (240 to 600 seconds) uses oxygen as a means of making energy (re-synthesising ATP) sports that use this system low to moderate intensity (beyond 90 seconds) Assessment Opportunities Minimum of 2 assessment tasks per 10 week module End of topic testing Ten week test End of topic testing Ten week test End of topic testing Ten week test Coursework Task 1 Know about the short-term responses and long-term adaptations of the body systems to exercise Coursework Task 1 Know about the short-term responses and long-term adaptations of the body systems to exercise Coursework Task 2 Know about the different energy systems used during sports performance

11 Departmental Curriculum Planning Department: PE Subject: BTEC Sport Unit 5 Training for Personal Fitness Key Stage: 4 Year Group: 10 Programme of Study Topic (s) studies Key skills taught / developed / assessed Module 1 Module 2 Module 3 Learning Aim C: Implement a self-designed personal fitness training programme to achieve own goals and objectives Learning Aim D:Review a personal fitness training programme Learning aim A: Design a personal fitness training programme Personal information to aid training programme design: personal goals: specific, measurable, achievable, realistic, time-related, exciting, recorded (SMARTER) o short-term (set over a short period of time, between one day and one month) o medium-term (should give progressive support towards achievement of long-term goals) o long-term (what they want to achieve in the long term, and the best way of doing this). aims (details of what they would like to achieve) objectives (how they intend to meet their aims) lifestyle and physical activity history medical history questionnaire attitudes and personal motivation for training. The basic principles of training (FITT): frequency intensity time type Further principles of training and how they are applied to training methods: Safely implement a personal fitness training programme: undertaking appropriate training method(s) (e.g. taking part in planned sessions), performing to the best of your ability, gaining agreement from coach/trainer for any missed sessions, understanding the importance of commitment wearing correct training gear, safe and correct use of equipment, implementation of correct technique, awareness of wider safety issues, e.g. personal safety, if training outdoors taking full responsibility for completing and recording details for each training session. Training diary for each session recording: date, time and location for training undertaken aims and objectives for each session session duration type of training undertaken selected method(s)/activities programme details (FITT) log of personal performance and achievements resources required, e.g. equipment the principles of progressive overload and Learning aim B: Know about exercise adherence factors and strategies for continued training success Topic B.1 Factors: Overcoming barriers, for example access to facilities, time, commitment, lack of interest, personal injury, emotional, motivation and cost. Topic B.2 Strategies: For example, setting SMARTER targets (specific, measurable, achievable, realistic, time-related, exciting, recorded), implementing enjoyable activities, knowing the benefits of the personal training programme, support and reinforcement, and rewards for achieving goals.

12 Intensity: target zones and training thresholds HR max = 220 age (years) 60 85% HR max is the recommended training zone for cardiovascular health and fitness the Borg (1970) (6 20) Rating of Perceived Exertion (RPE) Scale can be used as a measure of exercise intensity o the relationship between RPE and heart rate where: o RPE x 10 = HR (bpm). progressive overload: specificity: training should be specific to personal sport, activity or physical/skill related fitness goals to be developed individual differences/needs (the programme should be designed to meet personal training goals and needs) Programme design: use personal information to aid training programme design selection of appropriate training method(s)/activities for improving/maintaining fitness, e.g. flexibility, strength, muscular endurance and power, aerobic endurance, speed safe design: appropriate method(s)/selection of an appropriate combination of activities to meet personal training needs, goals, aims and objectives selection of appropriate activities for warm-up (light, continuous physical activity to prepare the body for exercise) selection of appropriate activities for cool down (light, continuous physical activity to reduce heart rate, remove lactic acid and details of how progressive overload has been achieved over the course of the programme details of programme intensity using % HR max and RPE. Measures for success: motivation for training, including details in the diary of personal feelings before, during and after each training session details of how the programme has been adapted to ensure continued commitment to training, for example using a variation of activities/training methods achievement against personal aims, goals and objectives, for example how performance has been taken to a higher level overcoming barriers to training/issues/problems. Review programme: before each training session after each training session evidence of modifying the programme to achieve planned personal goals strengths: areas of the programme where personal aims and objectives have been achieved areas for improvement: where outcomes do not meet planned goals recommendations for improving future training and performance, for example personal training needs, use of different training methods/activities or strategies, use of psychological training techniques to improve performance.

13 prevent blood pooling) creative design: consideration given to prevent/avoid barriers to training occurring, ensuring exercise adherence is maintained and the programme is enjoyable, for example, including interesting, different exercise activities to maintain motivation and commitment, and to prevent boredom. Assessment Opportunities Minimum of 2 assessment tasks per 10 week module End of Topic Tests 10 week module test End of Topic Tests 10 week module test End of Topic Tests 10 week module test Evaluation of sessions Evaluation of personal exercise programme Draft of BTEC assignment

14 Departmental Curriculum Planning Department: Physical Education Subject: BTEC Sport Unit 6 Leading Sports Activities Key Stage: 4 Year Group: 10 Programme of Study Topic (s) studies Key skills taught / developed / assessed Module 1 Module 2 Module 3 Learning aim A: Know the attributes associated with successful sports leadership Learning aim A: Know the attributes associated with successful sports leadership Learning aim A: Know the attributes associated with successful sports leadership Sports leaders: sports coaches, fitness Qualities: appearance, enthusiasm, Core responsibilities: professional conduct, instructors, school/college coaches, local club confidence health and safety, equality) coaches, national club coaches, amateur Additional qualities: leadership style, coaches. motivation, humour, personality Skills: communication, organisation of equipment, knowledge Wider responsibilities: insurance, child protection, legal obligations, ethics and values, rules and regulations Advanced skills: activity structure, target setting, use of language, evaluation Assessment Opportunities Minimum of 2 assessment tasks per 10 week module Assignment 1: Completition of part 1 (A1) GCSE Logbooks Leadership Assignment 1: Completition of part 2 (A2) Continuation of GCSE Logbooks - Leadership Assignment 1: Completition of part 3 (A3) Completiton of Assignment 1 GCSE Logbooks Officiating Continuation of GCSE Logbooks Level 1 Sports Leaders Award

15 Departmental Curriculum Planning Department: Physical Education Subject: BTEC Sport Unit 6 Leading Sports Activities Key Stage: 4 Year Group: 11 Programme of Study Topic (s) studies Key skills taught / developed / assessed Module 4 Module 5 Module 6 Learning aim B: Undertake the planning and leading of sports activities (B1, B2) Learning aim B: Undertake the planning and leading of sports activities (B3, B4) Learning Aim C: Review the planning and leading of sports activities Sports activities: individual sports, team sports, fitness activities Components of sports activity session: warmup, main component/components of activity, skill introduction, development, conditioned game, final activity, cool down Plan: participants, aims and objectives, resources, health and safety considerations, risk assessment and informed consent Lead: demonstration of skills and advanced skills, demonstration of qualities and additional qualities, completion of core and wider responsibilities Measures of success: coverage of planned components, meeting set aims and objectives, organised, safe Review: feedback for review, methods, strengths and areas for improvement (demonstration of attributes, completion of responsibilities) Development plan: aims and objectives, goals, SMARTER targets, activities and opportunities, training, courses, qualifications, possible barriers Assessment Opportunities Minimum of 2 assessment tasks per 10 week module Assignment 2: Completition of part 2 (B1, B2) Continuation of GCSE Logbooks Assignment 2: Completition of part 2 (B4, B5) Completiton of Assignment 2 Completiton of Assignment 3 Completion of Level 1 Sports Leaders Award Continuation of Level 1 Sports Leaders Award Completion of GCSE Logbooks Continuation of Level 1 Sports Leaders Award

16 Departmental Curriculum Planning Department: PE Subject: BTEC SPORT UNIT 7 Key Stage: 4 Year Group: 10/11 Programme of Study Topic (s) studies Key skills taught / developed / assessed Learning aim A: Know about the structure and function of the musculoskeletal system Topic A.1 Voluntary muscles: Identify major muscles Location of major muscles Topic A.2 Types of muscles: Voluntary Involuntary Heart Topic A.3 Voluntary muscle movements: Antagonist muscle pairs Topic A.4 Types of contraction: Concentric Eccentric Isometric Sports movements: type of muscle contraction (muscle group) Topic A.5 Muscle movements and sports performance: Muscle fibre types: Slow twitch fibres (type I) Module 1 Module 2 Module 3 Learning aim A: Know about the structure and function of the musculoskeletal system Fast twitch fibres Topic A.6 Bones of the skeleton: Major bones Axial and appendicular skeleton Major bones Structure of ribcage Structure of vertebral column Different types of bones: Long Short Flat Irregular Sesamoid Topic A.7 Functions of the skeletal system: Protection Muscle attachment and movement Shape Support Blood production Storage of minerals Topic A.8 Classifications of joints: Learning aim B: Know about the structure and function of the cardiorespiratory system. Topic B.1 Structure of the cardiovascular system: Structure of the cardiovascular system Heart Types of blood vessels: Arteries Capillaries Veins Differences between structure and function of different blood vessels Topic B.2 Functions of the cardiovascular system: Circulates oxygen Circulates carbon dioxide Provides cells with nutrients Transports hormones to cells and organs Protects the body against disease and infection Stops bleeding after injury by clotting

17 (type IIa) Fast twitch fibres (type IIb) Recruitment of muscle fibres with varied levels of muscular effort Fixed Slightly moveable Freely moveable Topic A.10 Synovial joint structure: Joint synovial capsule Bursa Regulates body temperature by thermoregulation. A process required if internal temperature rises or falls. Learning aim B: Know about the structure and function of the cardiorespiratory system. Bone ends Synovial membrane Synovial fluid Tendon Ligament(s) Topic B.3 Structure of the respiratory system: Nasal cavity Trachea Pleural membranes Topic A.9 Types of cartilage: Fibrocartilage Hyaline cartilage Elastic cartilage Topic B.4 Functions of the respiratory system: Inspiration Expiration Topic A.11 Joint movement: Flexion Extension Adduction Abduction Rotation Gaseous exchange Blood flow through the heart, body and lungs Supplying oxygenated blood to body tissues Taking up oxygen into the body, in order to produce energy Topic A.11 Joint movement cont: Circumduction Unloading carbon dioxide, a waste product of respiration from the body Plantarflexion Elevation Depression Dorsiflexion

18 Assessment Opportunities Minimum of 2 assessment tasks per 10 week module 10 week test End of topic testing 10 week test End of topic testing 10 week test End of topic testing Online test Online test Online test

19 Departmental Curriculum Planning Department: PE Subject: Unit 9: Lifestyle and Wellbeing Key Stage: 4 Year Group: 10 Module 1 Module 2 Module 3 Learning aim B: Explore what makes a healthy diet and carry out dietary planning Learning aim A: Be able to apply recommended guidelines for physical activity Learning aim C: Know the health risks associated with smoking and excessive alcohol consumption Programme of Study Topic (s) studies Key skills taught / developed / assessed Topic A.1 Recommended guidelines for physical activity: Department of Health physical activity guidelines: for adults, for children and young people Topic B.2 Food groups: Five food groups making up the eatwell plate : Learning aim D: Know the impact of drugs on health and sports performance Topic C.1 Health risks associated with smoking and drinking alcohol: Health risks associated with smoking, health risks associated with excessive alcohol consumption Topic A.2 Ways to increase physical activity levels in daily life: For example, brisk walking or cycling to school/college/work, gardening, playing active games, taking the stairs rather than a lift., Recommendations for specific individuals on how to increase physical activity levels. Learning aim B: Explore what makes a healthy diet and carry out dietary planning Topic B.1 Nutrients: Essential nutrients, functions of the essential nutrients, e.g. energy, growth and repair, supporting body Functions, the difference between macro nutrients and micro nutrients, the difference between saturated and unsaturated fats the difference between complex and simple Topic B.3 Collecting dietary information and meal planning: Maintaining a food diary documenting: o type of food o food group o amount (portion sizes), e.g. one apple, small bowl of cereal, glass of orange juice o timing of food intake o personal feelings. Healthy meal plans for one week: type of food, food group, amount (portion sizes), timing of food intake, how to make improvements to meal plans that don t meet guidelines, importance of a healthy diet in leading a healthy lifestyle, dietary analysis: comparing food intake to the eatwell plate, recommendations for change Topic C.2 Effect of smoking and alcohol consumption on sports performance: Effect of smoking on sports performance, affecting oxygen transportation, other chemicals affecting the circulation of blood, effect of alcohol consumption on sports performance. Topic C.3 Techniques to stop smoking: Techniques and aids used in primary health care, alternative techniques, cutting down on alcohol consumption. Topic D.1 Performance-enhancing drugs: Performance-enhancing drugs Topic D.2 Impact of drugs on sports performance: Harmful effects on the body, effects of drugs on sports

20 carbohydrates. performance. Assessment Opportunities Minimum of 2 assessment tasks per 10 week module Activity levels portfolio 2 different age categories. Assignment 1: First draft and final draft Personal food diary analysis Personal meal plan for 1 week Topic D.3 How performance-enhancing drugs can affect different types of sport: Endurance sports, strength/power sports, sports with weight limits, target sports, team sports, Why some performers may resort to using performance-enhancing drugs in sport. Research campaigns for stop smoking / drinking/ drugs/. Assignment 3: First and Final draft Assignment 2: First draft and final draft. Assignment 4: First and final draft

21 Departmental Curriculum Planning Department: PE Subject: Unit 10: Injury and the sports performer Key Stage: 4 Year Group: 10 Module 1 Module 2 Module 3 Learning aim B: Know about different injuries and illnesses associated with sports participation. Learning aim A: Understand risks and hazards associated with sports Participation Learning aim C: Know about the response to injury and injury management Learning aim B: Know about different injuries and illnesses associated with sports participation. Learning aim C: Know about the response to injury and injury management Learning aim D: Know about rules, regulations and legislation associated with health and safety in sport Programme of Study Topic (s) studies Key skills taught / developed / assessed Topic A.1 People-related risks and hazards: warm-up and/or cool down, e.g. inappropriate, lack of physique, e.g. mismatch of physique between opponents, inappropriate physique for a sport or playing position drugs, e.g. alcohol, recreational drugs, drug-induced aggressive play technique poor technique can give rise to inappropriate movements, e.g. overstretching, over-striding skill level, e.g. injuries can occur if players play against each other but have very different skill levels (e.g. children playing against adults, elite against recreational) over-training, e.g. not allowing the body sufficient time to recover between training sessions, which can lead to injury as it causes fatigue and burn out. Topic B.3 Types and signs of illness: asthma (wheezing and shortness of breath) heart attack (chest pain) viral infection (high temperature) hypoglycaemia (confusion). Learning aim C: Know about the response to injury and injury management Topic C.1 Physiological responses to injury: pain (due to chemicals released by damaged cells) swelling (due to an influx of fluid into the damaged region) redness (injured area visibly red in comparison to surrounding area due to vasodilatation the widening of blood vessels and bleeding in the joint or structure) heat (due to an increase in blood flow to the area) Topic C.3 Management of physiological injuries: appropriate professional help, e.g. first aider, hospital, physiotherapist basic treatment soft tissue injuries, e.g. PRICE (Protection, Rest, Ice, Compression, Elevate) SALTAPS: o Stop play o Ask the player (evaluate for pain and for orientation/confusion) o Look (at the limb and evaluate the appearance of the injury) o Touch (the injury if the player will allow this) o Active movement (can the player move the limb?) o Passive movement (if you move the limb, does it hurt? Is there sufficient range of motion?) o Stand up (is the player denying the extent of the injury?). Topic C.4 Basic treatments to help

22 Topic A.2 Equipment-related risks and hazards: lack of protective clothing lack of protective equipment damaged equipment wrong equipment incorrect use of equipment. Topic A.3 Environment-related risks and hazards: temperature, e.g. dehydration in hot weather, risk of muscle strain in cold weather weather, e.g. rain causing flooding or a muddy pitch playing surface, e.g. skin abrasions from falling on artificial turf. Topic B.1 Causes of injury: physiological causes overuse, intensity, gravity, intrinsic factors (e.g. alignment, effect of levers, loading), extrinsic factors (e.g. other participants, equipment) psychological causes stress, reduced concentration, personality factors (e.g. trait anxiety). Topic B.2 Types of injury: basic injuries: o muscular injuries, e.g. strains, sprains, bruising o skin injuries, e.g. grazes, cuts, blisters complex injuries: o over-use injuries, e.g. tendonitis, shin splints, Osgood-Schlatter disease o concussion o dislocations and fractures o back and spinal cord injuries. loss or partial loss of function/range of movement (dependent on extent of injury). Topic C.2 Psychological responses to injury: immediate response to being injured, and not being able to participate in short-term physical activity, e.g. distress, concern, anger long-term response to being injured, and not being able to participate for a length of time: o loss of self-confidence, e.g. wondering if still able to be as good as before injury when returning to play o lowered self-esteem, e.g. worried that not good enough to play in the team any more o frustration, e.g. wanting to recover more quickly than is actually possible o depression, e.g. feeling that may never play again as recovery takes longer than anticipated. support rehabilitation through to recovery: hot and cold therapy, e.g. reduce pain, reduce stiffness, decrease muscle spasm, increase/decrease blood flow to the area which promotes healing basic strappings for support, e.g. tubigrip sports creams contain medication to treat aches and pains, must not be used on broken skin as sports cream usually has a burning effect. Topic C.5 Management of psychological injuries: goal setting within a rehabilitation period, e.g. focus on the positive rather than on the injury relaxation techniques within rehabilitation period helps alleviate frustration and depression, e.g. mental imagery, visualisation. Topic D.1 Purpose: maintain safe environment protect participants and those leading the activity minimise injury by enforcing rules that stipulate use of specialised equipment or wearing of protective clothing rules, e.g. specific to organisation, location, facility (school, college or local facility) risk assessment, e.g. level of risk (low, medium, high), dependent on the sport, participants and environment. Topic D.2 Legislation and Regulations: Health and Safety at Work Act

23 Assessment Opportunities Minimum of 2 assessment tasks per 10 week module Risk Assessment of school teaching areas Assignment 1: First draft and final draft Response Grid Physiological and psychological Assignment 2: First draft and final draft Management of Health and Safety at Work (Amendment) Regulations 1994 Health and Safety (First Aid) Regulations 1981 Control of Substances Hazardous to Health (COSHH) 2002 Safety at Sports Ground Act 1975 Children Act Assignment 3: First and Final draft Assignment 4: First and final draft

24 Departmental Curriculum Planning Department: Physical Education Subject: BTEC Sport Unit 11 Running a Sports Event Key Stage: 4 Year Group: 11 Programme of Study Topic (s) studies Key skills taught / developed / assessed Module 1 Module 2 Module 3 Learning aim B: Contribute to the organisation of a sports event Learning aim C: Assist with running and leading a sports event Learning aim A: Plan a sports event Learning aim B: Contribute to the organisation of a sports event Selection of sports event Planning process: - - meetings, aims and objectives of the event, nature of event, target audience - - timings, budget, costings, constraints, - - contingency planning - - resources, staffing roles and responsibilities - - risk assessment of venue and activities - - disclaimers/informed consent, first aid procedures - - promotional activities, presentations Method(s) for obtaining feedback Participant requirements: particular needs, satisfaction Running a sports event: setting up, during event, setting down Leading a sports event: leading, responsibilities Measures of success: participant enjoyment, meeting aims and objectives, coverage of planned components, organised, safe Demonstration of leadership attributes: skills, qualities Learning aim D: Review your own contribution to running a sports event Review of the event: participant feedback, feedback method, qualitative feedback, quantitative feedback Against original event aims and objectives Against: budget, costings, constraints, contingency planning, meetings Strengths of the event: where event aims and objectives were met Areas for improvement: where event outcomes did not meet planned aims and objectives Assessment Opportunities Minimum of 2 assessment tasks per 10 week module Event organisation: - participation - event type: aims and objectives - resources - health and safety - contingencies Assignment 1: First draft (A1, A2, B1) Continuation of Level 1 Sports Leaders Award (started in Year 10 Unit 6) Completion of assignment 1: First draft (B2) and complete final draft Assignment 2: First draft and final draft SMARTER targets Recommendations for future events Assignment 3: Draft 1 and Final draft Completion of Level 1 Sports Leaders Award Continuation of Level 1 Sports Leaders Award